Embed Size (px)
Citation preview
Family &Youth Information Services Conference
Action Learning in a Nutshell!
28th March 2014
Institute of Public Care
For well led, evidence-based public care Oxford Brookes University Social care, health, education, youth offending,
housing Analysis, implementation and development Performance management, commissioning,
managing practice quality and change Central, regional and local government, NHS,
private and voluntary sector
2
Purpose of this Session
Welsh Government support for continuous shared learning and improvement through action learning:
Families First Flying Start Accredited ‘Team Manager Development
Programme’ SSIA Support for Directors
Different approaches, common interests IPC action learning methodology
3
What will we Cover?
Why action learning?
IPC methodology - how does it work? Structured conversation Key roles and skills Components of successful action learning Some ground rules
The methodology in practice
4
What are the Benefits?
An opportunity:
Individual learning and growthValuable feedback and supportBetter managerial solutionsAdopt different styles and processesTake risks, learn from mistakes as well as successAction and progress on problems
5
Developed by Reg Revans as a method of management and organisation development
Learning by doing: working on real problems, focusing on learning and implementing solutions
Based on premise that “there can be no learning without action”
People work in small groups/sets with a facilitator to tackle important organisational issues or problems
People learn from their attempts to change things Involves doing something other than what you are
currently doing
What is Action Learning?
6
Some Things to Consider
People learn best when working on real problems People learn best when they share feedback People get stuck on perceptions, values and
feelings Finding the right problem is as important as
solving it The person with the problem is the real expert
7
The Learning Cycle
Experience
Re-frame problem or new idea
Action
Space to reflect and question
8
Key Roles
Facilitator
Issue holder or presenter
Set members
9
Successful Action Learning Sets
Project self-management - people take responsibility for own actions and learning
Consistent, committed membership: commitment to own development, to the set, and to taking action
Members’ problem tasks act as main vehicles for action and learning by individuals
Clear ground rules: agree early on to govern behaviour inside and outside the set
Support people: a good set builds up its ability to offer members support and challenge to their existing views and perceptions
10
Suggested Ground Rules
Confidentiality
Punctuality
Attendance
Listening
Non judgemental
Minimum number of members
11
Key Facilitation Skills
Holding boundaries Maintaining the agreed ground rules Listening for emotions Reflect and summarise Good questions
12
Each Discussion
‘presenter’ talks through issue
individuals ask questions of clarity
individual reflection
individuals take turns to feedback suggestions and comments
feedback from ‘presenter’
13
In Practice …
In small groups:
‘presenter’ talks through issue – 5 mins
individuals ask questions of clarity – 5 mins
individual reflection – 5 mins
individuals take turns to feedback suggestions and comments – 10 mins
feedback from ‘presenter’ – 5 mins
14
In Practice …
Your reflections? Next steps? How can you use this approach at work?
15
